Promising Practices in Family and Community Partnerships ESEA Virtual Academy

Promising Practices in
Family and Community
Partnerships
ESEA Virtual Academy
February 11, 2016
Introduction Question
In the chat, answer the following
questions:
1. My school’s greatest family-school
partnership success is…
2. My school’s greatest family-school
partnership challenge is…
Every Student
Succeeds Act (ESSA)
Title I, Section 1116
Parent and Family Engagement
 A local educational agency (LEA) may receive Title I
funds under Section 1116 only if that LEA conducts
outreach to all parents and family members and
implements programs, activities and procedures for
the involvement of parents and family members.
 Such programs, activities, and procedures shall be
planned and implemented with meaningful
consultation with parents of participating children.
LEA Written Parent & Family Engagement Policy
• Each LEA receiving Title I funds will develop
jointly with, agree on with, and distribute to
parents and family members of participating
children a written parents and family
engagement policy.
Written Policy
 This policy will be incorporated into the LEA’s
plan establishing the expectations and
objectives for meaningful parent and family
involvement.
LEA Title I, Parent & Family Engagement
Policy musts:
A. Involve parents and family members in jointly developing the LEA plan
and the development and support of improvement plans.
B. Provide the coordination, technical assistance, and other support
necessary to build the capacity of all participating schools within the
LEA in planning and implementing effective parent and family
involvement activities to improve student academic achievement and
school performance, which may include meaningful consultation with
employers, business leaders, and philanthropic organizations, or
individuals with expertise in effectively engaging parents and family
members in education.
C. Coordinate and integrate parent and family engagement strategies
with other relevant Federal, State, and local laws and programs.
LEA Title I, Parent & Family
Engagement Policy musts, continued:
D. Conduct with the meaningful involvement of parents and
family members, an annual evaluation of the content and
effectiveness of the parent and family engagement policy in
improving the academic quality of all Title I schools, including
identifying:
1. barriers to greater participation by parents in activities
authorized by this section (with particular attention to parents
who are economically disadvantaged, are disabled, have limited
English proficiency, have limited literacy, or are of any racial or
ethnic minority background);
2. the needs of parents and family members to assist with the
learning of their children, including engaging with school
personnel and teachers; and
3. strategies to support successful school and family interactions.
LEA Title I, Parent & Family Engagement
Policy musts, continued:
E. Use the findings of such evaluation to design evidence-based
strategies for more effective parental involvement and to revise, if
necessary the parent and family engagement policies
F. Involve parents in the activities of the schools served under Title I,
which may include establishing a parent advisory board comprised
of a sufficient number and representative group of parents or
family members served by the local educational agency to
adequately represent the needs of the population for the purposes
of developing , revising, and reviewing the parent and family
engagement policy.
Title I Parent & Family Engagement
Additional New ESSA Requirements
• Ensure regular two-way, meaningful
communication between family members and
school staff, and, to the extent practicable, in a
language that family members can understand
• Provide materials and training to help parents to
work with their children to improve their
children’s achievement, such as literacy training
and using technology (including education about
the harms of copyright piracy), as appropriate to
foster parental involvement.
LEA Title I, Parent & Family Engagement
Fiscal Requirements
 LEAs must reserve at least 1% of its allocation under
subpart 2 to assist schools in carrying out parent and
family engagement activities. Exception: this is not
required if 1% of the LEA’s allocation is $5,000 or less.
• Parents and family members of children receiving Title
I services shall be involved in the decisions regarding
how these funds are allotted for parental involvement
activities.
• Not less than 90 percent of the funds shall be
distributed to Title I schools, with priority given to high
needs schools.
Title I Parent & Family Engagement funds should be
used to carry out activities and strategies
including not less than 1 of the following:

S u p p o r t i n g s c h o o l s a n d n o n p ro f i t o r ga n i zat i o n s i n p r o vi d i n g p r o fes s i o n a l d e ve l o p m e nt
fo r L E A a n d s c h o o l p e r s o n n e l r e ga rd i n g p a re nt a n d fa m i l y e n ga ge m e nt s t ra teg i e s ,
w h i c h m ay b e p r o vi d e d j o i n t l y t o t e a c h e rs , p r i n c i p a l s , o t h e r s c h o o l l e a d e rs ,
s p e c i a l i ze d i n s t r u c t i o n a l s u p p o r t p e rs o n n el , p a ra p ro fe s s i o n a l s , e a r l y c h i l d h o o d
e d u cato rs , a n d p a r e nt s a n d fa m i l y m e m b e rs .

S u p p o r t i n g p r o gra m s t h a t r e a c h p a re nt s a n d fa m i l y m e m b e rs a t h o m e , i n t h e
community and at school.

D i s s e m i n at i n g i n fo r m at i o n o n b e s t p ra c t i c e s fo c u s e d o n p a r e nt a n d fa m i l y
e n ga ge m e nt , e s p e c i a l l y b e s t p ra c t i c e s fo r i n c r e a s i n g t h e e n ga ge m e nt o f e c o n o m i ca l l y
d i s a d va ntage d p a r e nt s a n d fa m i l y m e m b e rs .

C o l l a b o rat i n g , o r p r o v i d i n g s u b g ra n t s t o s c h o o l s t o e n a b l e s u c h s c h o o l s t o
c o l l a b o rate , w i t h c o m m u n i t y - b a s e d o r o t h e r o r ga n i zat i o n s o r e m p l oye rs w i t h a r e c o rd
o f s u c c e s s i n i m p r o vi n g a n d i n c r e a s i n g p a r e nt a n d fa m i l y e n ga ge m e nt .

E n ga g i n g i n a ny o t h e r a c t i vi t i e s a n d s t rate g i e s t h a t t h e l o c a l e d u c at i o n a l a ge n c y
d e t e r m i n e s a r e a p p ro p r i ate a n d c o n s i ste nt w i t h t h e L E A’s p a re nt a n d fa m i l y
e n ga ge m e nt p o l i c y.
Title I Parent and Family
Engagement Resources
 CDE: Title I, Parents and NCLB
http://www.cde.state.co.us/fedprograms/ti/par
ents
 U.S. Department of Education: Every Child
Succeeds Act
 http://www.ed.gov/essa
 The Leadership Conference Education Fund
http://civilrightsdocs.info/pdf/education/ESSAParent-Family-Engagement.pdf
Comprehensive, Sustainable
Structure Components
 Implementing the Framework of National
Standards for Family-School Partnerships
 Welcoming All Families into the School Community
 Communicating Effectively
 Supporting Student Success
 Speaking Up for Every Child
 Sharing Power
 Collaborating with the Community
 Distributing Leadership
 Action Planning
 Evaluating
Family-School-Community
Partnerships
A Research Base
Theoretical Model
OVERLAPPING SPHERES OF INFLUENCE OF
FAMILY, SCHOOL, AND COMMUNITY ON
CHILDREN’S LEARNING
Force C
Experience,
Philosophy,
Practices
of School
Force B
Experience,
Philosophy,
Practices
of Family
Force D
Experience,
Philosophy,
Practices
of Community
Force A
Time/Age/Grade Level
Link to Achievement
▪ Academic Press
▪ Clear content
▪ High expectations
▪ Accountability for performance
▪ Social Support
▪ Strong social ties with adults in and out of school
▪ Results when Both are Present
▪ Four times yearly growth in math
▪ Three times yearly growth in English
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Lee, V.E. et al. (1999). Social support, academic press, and student achievement: A view from the middle grades in Chicago .
Research:
TELL Survey
 On the Colorado TELL Survey, the teaching condition
with the strongest connection to high student
achievement and growth is:
Community Support and Involvement
…whether parents/guardians in the community are
engaged, influential, and supportive of teachers and
schools – across all school levels. This finding has been
found in 2009, 2011, 2013, and 2015!
(New Teacher Center, 2015)
National Standards for
Family-School Partnerships
Welcoming All Families into the
School Community
Families are active participants in the life of the school, and feel
welcomed, valued, and connected to each other, to school staff,
and to what students are learning and doing in class.
 Create a welcome climate.
 Build a respectful, inclusive school community.
Create opportunities for families, staff, and administrators to
develop personal relationships.
PTA (2009). PTA National Standards for Family-School Partnerships: An Implementation Guide.
Communicating Effectively
Families and school staff engage in regular, two-way, meaningful
communication about student learning.
 Share information between school and families.
 Communication should be two-way and on-going.
Provide information in a language and format that is easy for
families to understand and access.
PTA (2009). PTA National Standards for Family-School Partnerships: An Implementation Guide.
Supporting Student Success
Families and school staff continuously collaborate to support
students’ learning and healthy development both at home and at
school, and have regular opportunities to strengthen their
knowledge and skills to do so effectively.
 Share information about student progress.
 Support learning by engaging families.
Develop families’ capacity to strengthen learning at home,
including through interactive homework assignments.
PTA (2009). PTA National Standards for Family-School Partnerships: An Implementation Guide.
Discussion
Question
How have you seen
Standards 1-3 in
action in your district?
Welcoming All Families
Communicating Effectively
Supporting Student Success
Speaking up for Every Child
Families are empowered to be advocates for their own and other
children, to ensure that students are treated fairly and have access
to learning opportunities that will support their success.
 Understand how the school system works.
 Empower families to support their own and other children’s
success in school.
 Ensure that families are aware that federal and state laws mandate
that schools involve and inform families.
PTA (2009). PTA National Standards for Family-School Partnerships: An Implementation Guide.
Sharing Power
Families and school staff are equal partners in decisions that affect
children and families and together inform, influence, and create
policies, practices, and programs.
 Strengthen the families’ voice in shared decision-making.
 Build families social and political connections.
Include family leaders from all racial, ethnic, socioeconomic, and
other groups in the school.
PTA (2009). PTA National Standards for Family-School Partnerships: An Implementation Guide.
Collaborating with the
Community
Families and school staff collaborate with community members to
connect students, families, and staff to expanded learning
opportunities, community services, and civic participation.
 Connect the school with community resources.
 Have the school give back to the community.
Establish ways for the school to give back to the community.
PTA (2009). PTA National Standards for Family-School Partnerships: An Implementation Guide.
Discussion
Question
How have you seen
Standards 4-6 in
action in your district?
Speaking Up for Every Child
Sharing Power
Collaborating with the Community
Our Perspective on Relative Impact of
Family Engagement Strategies on
Student Learning
Lower
impact
Higher
impact
Celebrations
Fundraisers
Parent help on
administrative tasks
Parent resource
rooms
Potlucks
Performances
and showcases
Parent training
events
Back to school night
Family support
services
Generic school
newsletters
Parent-teacher
conferences
Interactive
homework
Goal-setting
talks
Regular, personalized
communication
Positive phone
calls home
Classroom
observations
Weekly datasharing folders
Home visits
Modeling of learning
support strategies
Parent help on
learning projects
Flamboyan Foundation defines family engagement as collaboration
between families and educators that accelerates student learning.
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CDE Resources
 Family/Parent Resources:
http://www.cde.state.co.us/resourcesforparents
 Training Resources:
http://www.cde.state.co.us/uip/familyengagement
 Promising Partnership Practices:
http://www.cde.state.co.us/uip/promising
 SACPIE: http://www.cde.state.co.us/sacpie
 Colorado Academic Standards Parent Guides:
https://www.cde.state.co.us/standardsandinstruction/guidestost
andards
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Thank You!
Kirsten Carlile
[email protected]
Darcy Hutchins
[email protected]
SACPIE
http://www.cde.state.co.us/SACPIE/
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